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2,919 results on '"Taylor, Bruce"'

16. A multi-centre longitudinal study analysing multiple sclerosis disease-modifying therapy prescribing patterns during the COVID-19 pandemic

Author

Lal, Anoushka P., Foong, Yi Chao, Sanfilippo, Paul G., Spelman, Tim, Rath, Louise, Levitz, David, Fabis-Pedrini, Marzena, Foschi, Matteo, Habek, Mario, Kalincik, Tomas, Roos, Izanne, Lechner-Scott, Jeannette, John, Nevin, Soysal, Aysun, D’Amico, Emanuele, Gouider, Riadh, Mrabet, Saloua, Gross-Paju, Katrin, Cárdenas-Robledo, Simón, Moghadasi, Abdorreza Naser, Sa, Maria Jose, Gray, Orla, Oh, Jiwon, Reddel, Stephen, Ramanathan, Sudarshini, Al-Harbi, Talal, Altintas, Ayse, Hardy, Todd A., Ozakbas, Serkan, Alroughani, Raed, Kermode, Allan G., Surcinelli, Andrea, Laureys, Guy, Eichau, Sara, Prat, Alexandre, Girard, Marc, Duquette, Pierre, Hodgkinson, Suzanne, Ramo-Tello, Cristina, Maimone, Davide, McCombe, Pamela, Spitaleri, Daniele, Sanchez-Menoyo, Jose Luis, Yetkin, Mehmet Fatih, Baghbanian, Seyed Mohammad, Karabudak, Rana, Al-Asmi, Abdullah, Jakob, Gregor Brecl, Khoury, Samia J., Etemadifar, Masoud, van Pesch, Vincent, Buzzard, Katherine, Taylor, Bruce, Butzkueven, Helmut, and Van der Walt, Anneke

Published
2024
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17. Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description

Author

Claflin, Suzi B, Gates, Rachael, Maher, Maree, and Taylor, Bruce V

Subjects
Computer applications to medicine. Medical informatics, R858-859.7, Public aspects of medicine, RA1-1270
Abstract

BackgroundOver the course of a year, we developed and tested a 6-week massive open online course (MOOC) on multiple sclerosis (MS) in consultation with the MS community. The course targeted the MS community and interested laypeople and was titled Understanding MS. The primary purpose of the course was to improve MS knowledge, health literacy, and resilience among participants. The final version of the MOOC made available for open enrollment was ranked first among all MOOCs released in 2019 (n>2400) based on participant reviews. ObjectiveThe aim of this study was to present a detailed description and assessment of the development process of the Understanding MS MOOC. MethodsThe development process included a course development focus group; the creation of more than 50 content videos and related text, quizzes, activities, and discussion prompts; the creation of original images and animations; a pilot study; and collaborations with people living with MS, MS nurses, allied health care practitioners, and neurologists and researchers from 4 universities. ResultsOverall, the process was efficient and effective. With a few small changes, we recommend this approach to those seeking to develop a similar course. This process led to the development of a highly reviewed MOOC with excellent user satisfaction. ConclusionsWe identified 5 key lessons from this process: (1) community support is essential, (2) stakeholder involvement improves content quality, (3) plan for research from the beginning, (4) coordination between the academic lead and project manager team ensures a consistent voice, and (5) a network of collaborators is a key resource.

Published
2020
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21. Gun runner

Author

Stare, Craig and Taylor, Bruce

Published
2021

32. CVOT Summit Report 2023: new cardiovascular, kidney, and metabolic outcomes

Author

Schnell, Oliver, Barnard-Kelly, Katharine, Battelino, Tadej, Ceriello, Antonio, Larsson, Helena Elding, Fernández-Fernández, Beatriz, Forst, Thomas, Frias, Juan-Pablo, Gavin, III, James R., Giorgino, Francesco, Groop, Per-Henrik, Heerspink, Hiddo J. L., Herzig, Stephan, Hummel, Michael, Huntley, George, Ibrahim, Mahmoud, Itzhak, Baruch, Jacob, Stephan, Ji, Linong, Kosiborod, Mikhail, Lalic, Nebosja, Macieira, Sofia, Malik, Rayaz A., Mankovsky, Boris, Marx, Nikolaus, Mathieu, Chantal, Müller, Timo D., Ray, Kausik, Rodbard, Helena W., Rossing, Peter, Rydén, Lars, Schumm-Draeger, Petra-Maria, Schwarz, Peter, Škrha, Jan, Snoek, Frank, Tacke, Frank, Taylor, Bruce, Jeppesen, Britta Tendal, Tesfaye, Solomon, Topsever, Pinar, Vilsbøll, Tina, Yu, Xuefeng, and Standl, Eberhard

Published
2024
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46. Examining the environmental risk factors of progressive-onset and relapsing-onset multiple sclerosis: recruitment challenges, potential bias, and statistical strategies

Author

Li, Ying, Saul, Alice, Taylor, Bruce, Ponsonby, Anne-Louise, Simpson-Yap, Steve, Blizzard, Leigh, Broadley, Simon, Lechner-Scott, Jeannette, Karabudak, Rana, Patti, Francesco, Eichau, Sara, Onofrj, Marco, Ozakbas, Serkan, Horakova, Dana, Kubala Havrdova, Eva, Grand’Maison, Francois, Alroughani, Raed, Gerlach, Oliver, Amato, Maria Pia, Altintas, Ayse, Girard, Marc, Duquette, Pierre, Blanco, Yolanda, Ramo-Tello, Cristina, Laureys, Guy, Kalincik, Tomas, Khoury, Samia J., Shaygannejad, Vahid, Etemadifar, Masoud, Singhal, Bhim, Mrabet, Saloua, Foschi, Matteo, Habek, Mario, John, Nevin, Hughes, Stella, McCombe, Pamela, Ampapa, Radek, van der Walt, Anneke, Butzkueven, Helmut, de Gans, Koen, McGuigan, Chris, Oreja-Guevara, Celia, Sa, Maria Jose, Petersen, Thor, Al-Harbi, Talal, Sempere, Angel Perez, Van Wijmeersch, Bart, Grigoriadis, Nikolaos, Prevost, Julie, Gray, Orla, Castillo-Triviño, Tamara, Macdonell, Richard, Lugaresi, Alessandra, Sajedi, Seyed Aidin, and van der Mei, Ingrid

Published
2024
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47. Re-Orientating Systematic Reviews to Rigorously Examine What Works, for Whom and How: Example of a Realist Systematic Review of School-Based Prevention of Dating and Gender Violence

Author

Bonell, Chris, Taylor, Bruce, Berry, Vashti, Priolo Filho, Sidnei R., Rizzo, Andrew, Farmer, Caroline, Hagell, Ann, Young, Honor, Orr, Noreen, Shaw, Naomi, Chollet, Annah, Kiff, Fraizer, Rigby, Emma, and Melendez-Torres, G. J.

Abstract

Conventional systematic reviews offer few insights into for whom and how interventions work. 'Realist reviews' examine such questions via examining 'context-mechanism-outcome configurations' (CMOCs) but are insufficiently rigorous in how evidence is identified, assessed and synthesised. We developed 'realist systematic reviews', addressing similar questions to realist reviews but using rigorous methods. We applied this to synthesising evidence on school-based prevention of dating and relationship violence (DRV) and gender-based violence (GBV). This paper reflects on overall methods and findings, drawing on papers reporting each analysis. Drawing on intervention descriptions, theories of change and process evaluations, we developed initial CMOC hypotheses: interventions triggering 'school-transformation' mechanisms (preventing violence by changing school environments) will achieve larger effects than those triggering 'basic-safety' (stopping violence by emphasising its unacceptability) or 'positive-development' (developing students' broader skills and relationships) mechanisms; however, school transformation would only work in schools with high organisational capacity. We used various innovative analyses, some of which aimed to test these hypotheses and some of which were inductive, drawing on available findings to augment and refine the CMOCs. Overall, interventions were effective in reducing long-term DRV but not GBV or short-term DRV. DRV prevention occurred most effectively via the 'basic-safety' mechanism. 'School-transformation' mechanisms were more effective in preventing GBV but only in high-income countries. Impacts on long-term DRV victimisation were greater when working with a critical mass of participating girls. Impacts on long-term DRV perpetration were greater for boys. Interventions were more effective when focusing on skills, attitudes and relationships, or lacking parental involvement or victim stories. Our method provided novel insights and should be useful to policy-makers seeking the best interventions for their contexts and the most information to inform implementation.

Published
2023
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